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®lte State Wniti^tsitg : 

ITS WORK, 
AND ITS PLACE IN THE PUBLIC SCHOOL SYSTEM. 



By 



3. %.. Cippttttott, 



Chancellor. 



The State University: 



ITS WORK, AND ITS PLACE IN THE PUBLIC 
SCHOOL SYSTEM. 



Inaugural Address 



DELIVERED IN 



University Hall, Lawrence, Kansas, 



September 26, it 



BY 

J. A. LIPPINCOTT, 

CHANCELLOR. 



PUBLISHED BY ORDER OF THE BOARD OF REGENTS. 



CAN^Tlti 



TOPEKA, KANSAS: 

KANSAS PUBLISHING HOUSE, 
1883. 




^ 



Ma- q 



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V 



ADDRESS. 



I esteem myself happy, Mr. President, that, under 
circumstances so auspicious, I come into the office to 
which the Board of Regents of Kansas University has, 
with so flattering a courtesy, invited me. 

The first duty which was laid upon me by the Board 
in my new relation, was that in the performance of 
which I stand here to-day, to give expression, in mea- 
ger outline though it be, to some hastily collected 
thoughts concerning University work, and the relation, 
as it seems to me, which a State University should hold 
to the public school system, of which, indeed, it is a part. 

I may be allowed here, perhaps, and this once, to 
speak out in the frankest possible manner, and say that 
it is not entirely without misgiving that I have con- 
templated the responsibilities which have thus been 
thrown upon me. The greatness of the work, not so 
much that which is as that which is to be, impresses 
me. The University must keep pace with the wonder- 
ful development of Kansas; indeed, it must, with other 
agencies, mold and direct that very development. A 
University such as the singular prosperity of this great 
and growing commonwealth makes possible, and yet itself 
one of the factors of that prosperity, — the University 
as it stands to-day in the liberal thought of the Regents 
and of the people of Kansas, — the ideal University, 
how shall it be realized I You will not criticize me 



adversely, I am sure, that I confess to have paused 
a moment, and that with something of hesitation I sur- 
veyed the field thus presented to view. The work and 
its responsibilities seemed magnified in advance. Yet I 
trust we shall move forward none the less steadily, with 
no less of energy and determination, because we realize 
the magnitude of the undertaking before us. 

And now let me say that, after a pretty careful sur- 
vey, I have reached the conviction that the future of 
Kansas University is rich in splendid possibilities. 
The past and the present are full of encouragement. 
The foundations are well and securely laid. There has 
been a steady and healthy growth from, small begin- 
nings. The present is marked by a buoyant hopeful- 
ness. It may not be out of place to say in this 
connection, that whatever of success may distinguish the 
future, it will not be possible to write adequately the 
history of the University without a recognition of the 
masterful influence upon it of Chancellor Marvin, and 
his faithful and able co-workers. All honor is due to 
the men whose care and devotion and labor have given 
to Kansas this honored institution of learning. 

Another element of encouragement in contemplating 
the immediate future of the University, is to be found 
in the high conception of its position and functions 
entertained by the Board of Regents, and their fixed 
determination that the realization of that conception 
shall not long be delayed. 

Then, again, I am convinced that the State Univer- 
sity is an object of pride and of affection to the entire 



commonwealth. If the people have divided upon polit- 
ical issues, all parties have united in the support of 
this institution. Its foundations were laid while Kan- 
sas was yet a Territory. It has grown under the fos- 
tering care of successive legislatures. The people of 
Kansas love their own creation, and will continue to 
make for it the most liberal provision. 

Once more, the graduates of this seat of learning, 
already numerous in the State, will ever turn toward 
their Alma Mater with loving hearts and helping hands. 

But why, it may be asked, should the State commit 
itself to educational enterprises? Are we sure that it 
does not transcend its natural powers when it estab- 
lishes and maintains the public school? There have 
not been wanting in these days of quickened thought 
and radical opinions those who boldly declare that the 
tendency of civilization is, and ought to be, toward the 
curtailment, if not the absolute abrogation, of govern- 
mental powers. These advanced theories evidently con- 
template an ideal State, wherein each individual is 
actuated by unselfish, noble motives. Here indeed 
would be no need of a government either to prohibit 
or to command. The common weal or highest good of 
all would grow spontaneously out of the combined and 
harmonious action of the individual citizens. It need 
not be said that such a state of society is yet far 
from realization among men. 

But I think we may point out the ground whereon 
plainly the power and duty of a State rests to support 
both elementary schools and also colleges of the liberal 
arts and sciences. Our argument may be two-fold : 



I. A liberal provision for the education of the young 
tends toward the suppression of pauperism and crime. 
It is universally recognized among civilized nations as 
the bounden duty of the State to restrain and punish 
its criminals, and to care for its helpless poor. Now 
we do not mean to say that a liberal education, how- 
ever widely diffused, suppresses all crime, nor that it 
removes the possibility of extremest poverty; but we do 
say (and tiie assertion will not be contradicted ) that 
the tendency is in this direction. With still more em- 
phasis can we insist upon this declaration after having 
considered what is involved in education, and traced 
the relation to it which the school must maintain. 

If, then, the influence of the school is to diminish 
the probability of crime and of pauperism, the State 
may rightly establish and maintain it. Nor can this 
position be consistently assailed by any one who ac- 
knowledges the du'ty of the civil magistrate to bind 
over to keep the peace a man who violently threatens 
the injury of another. " Prevention better than cure,^' 
is a good maxim for a State as well as for an indi- 
vidual. 

II. Our second argument may be outlined as fol- 
lows : The influence, greatness, glory of a State stand 
not in merely material possessions, but in the intelli- 
gence and character of its people. 

A great race once made northern Africa blaze with 
glory. Here stood ancient Carthage, the mistress of 
the Mediterranean, the conqueror of Spain, the adven- 
turous explorer of the unknown sea beyond the Pillars 



of Hercules, while Rome was yet in her infancy. 
Here was Egypt, whose civilization ante-dated the 
glory of Sparta and of Athens. In later times here 
flourished Alexandria, the acknowledged center of the 
world^s literature and science. This same land, whose 
fertility was such that it was called the granary of 
Europe, the great deeds of whose martial people are 
celebrated in ancient story, has in later years and for 
long centuries, in the hands of an inferior people, 
fallen ir||o insignificance and obscurity. Again, our 
own land, with its fertile plains, its mountain ranges 
rich in minerals, lying for unknown ages in the un- 
conscious possession of the red man, leaped at once 
into forms of wealth and of power when a higher, 
nobler, more intelligent, more energetic race of men 
succeeded to its ownership. 

Now, it is admitted by every one that it is the 
right and duty of the State to carry forward great en- 
terprises that are too burdensome for individual effort, 
and that yet manifestly contribute to the general wel- 
fare. If it may do this, it may with equal propriety 
establish and maintain institutions whose object is to 
develop in its people those forces of character and of 
intellect upon which its wealth, its power, its glory 
must ultimately rest. 

We come now to the theme of the hour : The State 
School — what are its functions, and what may the State 
fairly expect from it in return for its support? 

1. The school must educate the intellectual faculties. 
It would seem unnecessary to enlarge upon this obvi- 



8 



0U8 8taUmient ; yet it falls within my line of thought 
to say that mere mental discipline \a a large part of 
this work. This is worth mure than the formulated 
knowledge of the schools. To be able to think clearly, 
forcibly, accurately, is of more value than to possess 
the bare facts of all modern science. Thus far, I pre- 
sume, there is agreement among educators. But just 
here the inquiry may be instituted, whether there may 
not be gained at the same time, and in the pursuit 
of the same study, both the mental discipline and the 
practical knowledge. On this question educators divide. 
The one party defends the ancient curriculum which 
holds the student to the classic languages, the mathe- 
matics and metaphysics ; the other seeks to supplant 
these to a large extent with the so-called practical 
sciences. These maintain that the study of the physi- 
cal sciences is disciplinary in a high degree, while it 
is also eminently practical. Where the line ought to 
be drawn between these opposing theories does not spe- 
cially concern us to-day, though 1 may say that I do 
not believe that it can be drawn permanently in the 
wrong place. We may, however, hold firmly to this, 
that the education expecteil of the public school must 
be two-fold: Firsts The learning of valuable truth; and 
secondly y the disciplining of the intellectual powers. 

There is another line of thought closely related to that 
which we have just entertaintnl, and well worthy of con- 
sideration in this connection. The school should, to a 
certain extent, furnish stimulus to mental exertion. Ex- 
ercise develops strength, whether of muscle or of thought. 



H 



Exercise in itself is irksome. To overcome the inertia 
of sloth, nature has made the amplest provision. The 
child does not run and climb for the exercise there is 
in itf but for the sake of the diversified objects which 
nature has herself placed before him, and which to him 
seem worthy of the pursuit. So, too, the school must 
not with changeless monotony set before the student 
the merely disciplinary exercise. I cannot blame the 
youth who wearies of the monotonous round of para- 
digm and problem. The school must do more for the 
student than require these tasks. It must come nearer 
to nature's method. If into the otherwise dull routine 
of school life there can be thrown some living ques- 
tion, judiciously selected out of the field of philosophy, 
or botany, or natural history, I am free to say that 
the time consumed will be more than made good by 
the added interest and quickened thought which it in- 
troduces. Whether by this or by some other means, 
the competent teacher will know how to awaken in 
his students a slumbering ambition, and to kindle an 
ennobling enthusiasm. 

2. Secondly, the school must assist in the development 
of character. It is the power to think which most 
obviously exalts man above the brute creation, yet that 
exaltation is immeasurably heightened by the possibili- 
ties of Moral character. To develop a delicate sense 
of honor, to implant a noble love of truth, to inspire 
a lofty patriotism, is the highest object of the public 
school. If this object be accomplished, the State, 
though never so liberal in its provision, is rendered a 
debtor to the school. 



10 



It is acknowledged that this is delicate and difficult 
work, but it constitutes the true sphere of the teach- 
er's profession. To sit listlessly in the school-room, 
and require more listless children to repeat the too 
often meaningless words of the cold, lifeless printed 
page, is a travesty on true teaching. The teacher 
must be the life and inspiration of the school-room. 
His is an enthusiasm which must be contagious. In 
this very contagion of the inspiration of enthusiasm 
must be planted the seeds of true nobility of character. 
Mark well my meaning ! It is not the teaching of 
maxims and proverbs of morality, though this should 
not be omitted — it is not the mere presentation of a 
code of ethics — it is this, enforced by a living and 
irresistible personality. Make the ground mellow, then 
cast in the seed. Induce in the student a quenchless 
thirst, then in inspired and inspiring words, and in 
the ardor of a conquering personality, set forth that 
which alone can satisfy desires thus created. Let there 
ever be held before the student in precept and exam- 
ple that which is worthy his supremest effort, the pos- 
session of the manliest traits of a truly noble character. 

Is this impossible ? Dr. Arnold of Rugby left the 
impress of his own personality upon a generation of 
leaders in English thought and action. Dr. Eliphalet 
Nott, of Union College, New York, yet lives in the 
worthy deeds of men made more noble in their aspira- 
tions by association with him. The public schools of 
New England are bearing fruit in every State of the 
Union. I beg you to bear in mind that the true 



11 



greatness of England rests not upon her prowess in 
arms, nor upon the profound and brilliant results 
achieved by her men of letters, but upon the sterling 
and uncompromising character of her people. This has 
been fostered and developed for generations by her great 
public schools. It is true that in these schools have 
been found but a tithe of her people, but there have 
been enough to hold the current in the right direction. 
It is true also that in some features these schools are 
not such models as we would select for imitation. 
There are sometimes exhibitions in them of coarseness 
afnd even of brutal tyranny of the strong over the 
weak; yet there has ever been maintained a high stand- 
ard of the prominent traits of the sterling English 
character. Here has always been cultivated a profound 
loyalty which detests treason whether to country, to 
truth, or to personal honor. With all this in mind, 
England's place in European affairs is not difficult to 
understand. Her brilliant exploits by sea and land, 
the noble triumphs of her men of letters, the marvels 
of her industrial and mercantile enterprises, ha^e ground 
from which to grow, and a stable foundation on which 
to rest. 

All that has been outlined as the function of the 
State school — the gaining of practical knowledge, the 
culture of the intellectual powers, the development 
of character — must be accomplished, and perhaps with 
intensified enthusiasm, by the State University. This, 
however, is only the starting-point from which we must 
proceed to a full comprehension of the work and in- 
fluence of the University. 



12 



"^e mav as well state frankly that the position of 

the universiry as distinguished fi'om the college is, as 
yet. quite unsettled in the American educational sys- 
tem. It is by some held to be simply a combination 
of colleges, each devoted to its own domain in the 
grand total of human knowledge and investigation. By 
others its sphere is limited to professional and practical 
work, while to the college is left the pursuit of those 
studies which are preparatory and disciplinary. Again, 
a university is held to be a school in which any ap- 
.plicant may hnd competent instruction in any useful 
study. 

To reach the highest ideal, these definitions must, 
perhaps, be combined. The universiry is an association 
of colleges cultivating diiTerent fields of human knowl- 
edge. Within its various curricula any inquirer may 
fi_nd competent instrucrion in any desired line of inves- 
tigation. Possibly this last statement must be limited 
by excluding dogmatic theology which no independent 
church could commit to the care of the State, and 
which the State, under our form of government, could 
not consistently assume. 

But beyond this matter of teaching lies another duty 
of the university, equally clear and important. It is 
that of original investigation. Here, with reasonable 
success, it can repay the State a hundred fold. In 
this work it intensifies its own enthusiasm. Here it 
secures a firmer grasp upon its students: for nothing 
so grandly inspires the human soul as the forcing of 
nature's secret from her willins but reluctant hand. 



13 



In this grand pursuit, professor and student are most 
likely to forget their individuality in the oneness of 
their aim and enthusiasm. It is in this moment of 
fusion that the competent teacher finds the opportunity 
for his grandest work, and on a plane, too, higher 
than that of mere scholastic training. 

Again, the University must keep abreast of the times. 
No department may be allowed to lag behind. There 
must be here a comprehension of the latest development 
in science, in art, in philosophy; and there must be 
some one competent to become its expounder while it 
yet has the freshness of novelty. 

It may be allowable here to say that the University 
of Kansas has already honored itself in these respects. 
In some lines it is fully up to the times, and has 
gained for itself a fair name among men of science. 
What it has done in a single line, or in a few lines, 
let it nobly determine to do in all ! 

Once more, the University ought to be a conserva- 
tory of knowledge. I mean three things : 

(1.) Its library should be the best in the State. 
Nay, more, it should be the best possible. Here should 
be gathered together, as in a great depository, the vast 
stores of human knowledge that have been committed 
to the safe-keeping of the printed page. So complete 
should this be, that scholars, otherwise unconnected with 
the institution, but engaged in scientific and literary 
work, should be attracted to the seat of the Univer- 
sity for the sake of the facilities offered in every line 
of thought and investigation. 



14 



(2.) Its cabinets in the various lines of natural his- 
tory, mineralogy, etc., should be correspondingly com- 
plete. These will be the more valuable in manifold 
ways if they are mainly the collections of the Univer- 
sity itself, and thus the visible exponents of its own 
enthusiasm and industry. 

This involves the erection of additional buildings. 
There will be demanded a fire-proof Library Hall and 
a fire-proof Xatural History Hall, thus releasing rooms 
in the main University building that will be greatly 
needed for other purposes. In addition, in the near 
future, we must have a thoroughly equipped Astronom- 
ical Observatory ; a hall devoted to Physics, and per- 
haps yet other buildings needed as the University 
grows to its place among the best of American col- 
leges. Indeed, the time will come when our beautiful 
Mount Oread, the gift of Gov. Eobinson to the State, 
shall be crowned with beautiful and stately structures 
needed in the work of the University, and erected by 
the munificence of a generous State, and of its public- 
spirited citizens. 

(3.) It should gather about itself a host of students 
and scholars in all the walks of science, literature, art, 
and philosophy ; for it is an evident truth that a 



univei 


'sitv consi: 


its not 


of stately s 


tructures, 


nor 


of 


im- 


mense 


libraries. 


nor ( 


3f completed 


cabinets. 


nor 


of 


all 


these 


combined ; 


but 


of enthusiastic 


scholar-students 


who 


know 


how to 


make 


thorough, competent 


use 


of 


all 


these 


needed adjuncts 


of the schoo 


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When these 


things 


shall have 


been real 


ized,- 


— when 



15 



the library and the various cabinets shall have been 
carried well on toward completion, when men of scien- 
tific and scholarly taste shall have been brought together, 
is it too much to hope that many, if not all the col- 
leges in the State of Kansas, the technical schools, the 
denominational institutions, may find it to their interest 
to come into close relations with the State University ? 
If such a close relationship and harmony of action 
among these diverse educational agencies can be accom- 
plished, it is fair to presume that it will be with equal 
profit to the University itself, while the people of the 
State will become incalculably the gainers. 

Once more, the University should be an essential 
part of the State system of public schools. In this 
system there should be no chasm difficult of passage. 
The High School must join hands on the one side with 
the more elementary grades, and on the other with the 
University. In this series of schools all must be ad- 
vanced together. If the University should at a single 
bound stride into the position which, perhaps, our ar- 
dent fancy pictures for the undeveloped future, it would 
sever its relations with the system, and lose its grand 
opportunity. On the contrary, if it maintain its proper 
relations with the Academies and High Schools of the 
commonwealth ; if with wisdom and patience it wait 
and work in harmony with them ; then the time will 
come in the development of the State, and that, too, 
in the near future, when its halls shall be crowded 
with young men and women well prepared in the 
lower schools, and eager for its best work. 



16 



Yet in all this let us not lose sight of the essen- 
tial fact that each class of schools has a definite work 
to accomplish within its own sphere. In the more 
elementary grades, the great mass of our people receive 
not only their first but their final scholastic training. 
These schools must supply the needs of their most 
numerous patrons. Yet in the same schools are pre- 
pared those who advance to the High School. Again 
from the High School many thousands of boys and 
girls go out into the actual business of life. A com- 
parative few graduate into the University. Not for 
these few, but for the many, must the curriculum of 
the High School be arranged; yet, while these pre- 
pare for business, others, their class- mates in some 
branches, prepare for a yet more advanced course of 
study. Thus, the graded school cannot do the work 
of the University, and ought not to try; but it can 
prepare its pupils for the college classes. So, too, the 
University should not be burdened with preparatory in- 
struction ; but it can supplement that of the High 
School and Academy. More than that : created by the 
State, and liberally furnished beyond other and less fa- 
vored institutions with facilities for distinctive work, it 
should suggest methods and furnish inspiration resulting 
in incalculable good to every school, whether public or 
private, in the State. 

Thus the University helps all and antagonizes none. 
It becomes a center of educational influence which is 
felt with good effect in the remotest counties. 



17 



In this sketch of the ideal university have I drawn 
too much upon my imagination ? Or, have I made 
perilous my position by creating too large an expecta- 
tion ? Let me remind you that the true workman ever 
holds in mind an ideal which serves as a model for 
his less perfect handicraft. More than this, the actual 
creation of his workmanship falls below his model — 
often immeasurably below it. Further still, it may be 
said that the ideal itself grows more rapidly toward 
perfection than his actual work. If, then, our ideal 
university seems to stand out discouragingly beyond 
that which we see actually accomplished, it is only 
natural that it shall be so. It is the condition of 
healthy growth. We are building upward. The State 
has given us the foundation, and stands by us with 
liberal hand. We may appropriate here a maxim of 
the common law, ^^Cujus est solum, ejus est usque ad 
caelum;'' and it is our privilege and our duty to build 
up toward the skies. We shall follow our ideal, yet 
without overtaking it; for, like the mirage in the des- 
ert, it will move on before us, yet, unlike the mirage, 
only to attract us into a more noble and more enno- 
bling view of that at which we shall have striven — 
the perfected University of the State of Kansas. 



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LIBRARY OF CONGRESS 

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